Lab Affiliations

Alabama Cognitive Development (ABCD) Lab
Principal Investigator: Dr. Jason Scofield

The ABCD Lab studies children's language development along with several other issues related to cognitive development broadly. The main questions usually grow out of three primary areas of interest: learning words, learning from others, and thinking about others.

Cognition, Brain, and Autism (Cbra) Lab
Principal Investigator: Dr. Rajesh Kana

The Cbra Lab investigates the neurobiology of social, cognitive, and affective processes in both typical and atypical development. The lab studies people with developmental disorders, including Autism Spectrum Disorder (ASD) and neurotypical individuals in order to learn more about the similarities and differences at the brain, behavior, and cognitive levels. In order to achieve this goal, the Cbra Lab utilizes neuropsychological assessments and Magnetic Resonance Imaging (MRI) techniques to measure brain structure, function, connectivity, and metabolite levels. The research is directed at identifying a neurobiological marker for ASD and to understand the impact of cognitive and behavioral interventions on the brain in children and adults with ASD.

Current Projects

Context Matters: Examining Differences in Pragmatic Language in Relation to Executive Functions and Context

Pragmatic language skills (PS) encompass the use of appropriate communication in varying social situations. In essence, pragmatics involves knowing what to say, how to say it, and when to say it, as a function of a given social context. By preschool, children begin to regularly play with peers and have mastered a wide variety of pragmatic language skills (PS). Although current research has identified that children are frequently required to use their PS, and that these skills become increasingly required with age, there is little research exploring what cognitive factors may influence the development and acquisition of PS. Executive functions (EF) are a set of higher-order cognitive skills that regulate thinking to achieve goals. It may be that EF facilitates PS by guiding cognition to achieve conversational and social goals. For example, in order for a child to successfully refrain from interrupting, they must use inhibitory control, a factor of EF, to successfully refrain from speaking. In order to further specify the relationship between EF and language development, the present study proposes to examine whether children’s adherence to pragmatic requirements vary by context and/or EF. 

STEM Studio

Science, technology, engineering, and mathematics (STEM) jobs are projected to grow 13% by 2027 (Vital Signs | Education Commission of the States. ). Despite more women enrolled in college than men, the percentage of women in STEM careers has steadily decreased from 44% in 1990 to 27% in 2018 (Funk & Parker, 2018). This STEM minority gap starts in childhood. By middle school, only 9% of girls expect a career in STEM, compared to 27% of boys (Survey: Teen Girls’ Interest in STEM Careers Declines. 2018). Many programs have been created to address this gap, but these programs place the child into an adult environment, providing them experience in a professional setting yet failing to demonstrate a child-centered need for STEM. STEM Studio aims to target this gap by engaging groups typically underrepresented in STEM fields through an underutilized pathway: the integration of dance and physics. Through these classes, we present science in a way that is more engaging, exciting, and less intimidating, so that more children are inclined to enjoy and choose STEM fields in the future. The results of this research will have implications for a wide variety of disciplines and will help uncover factors affecting STEM engagement and provide insight into instructional methods promoting conceptual change in children. Moreover, this research will provide insight into the translation of cognitive skills across domains.

• May, K. E. & Guyotte, K. W. Domain General or Domain-Specific? An Examination of children’s mindsets towards science, technology, engineering, art, and mathematics. Manuscript in preparation, The University of Alabama, Tuscaloosa AL.
• May, K. E., Winters-Derevjanik, Z., & Guyotte, K. W. STEM Studio: Bridging science with dance through arts-based learning. Manuscript in preparation, The University of Alabama, Tuscaloosa, AL.
• May, K. E., Winters-Derevjanik, Z., Wind, S., & Guyotte, K. W. Validation of the STEM-IC Survey to Assess Student Interest in STEM. Manuscript in preparation, The University of Alabama, Tuscaloosa, AL.
• STEM Studio See-a-Scientist Outreach Video:
  May, K. E. & Guyotte, K. W. (2021, January 31). How Strong is a Piece of Paper? [Video]. YouTube. https://www.youtube.com/watch?v=VczJ03gUS6o&t=1s​

Functional Networks Associated with Pragmatics, Theory of Mind, and Context Integration in Autism Spectrum Disorder

This project examines the neurological impact of a reading intervention on reading comprehension, pragmatic language, and theory of mind in children with autism spectrum disorder (ASD). The data collected are pre-and-post MRI scans with an intense reading comprehension intervention in-between. The intervention is Visualizing and Verbalizing for Language Comprehension and Thinking (V/V). We plan to use basic GLM approach to this analysis as well as apply group independent component analysis (ICA) in order to differentiate key functional networks associated with theory-of-mind (ToM), reading comprehension, context integration, and pragmatics. We also plan to characterize these networks and assess how the networks changes as a result of intervention from time 1 to time 2. The data are from 28 children with ASD (mean age = 10.5 years, SD = 1.5). We will also use rsfMRI data in a longitudinal design before and after a reading remediation program to assess changes in brain connectivity in children with ASD.

​Brain Networks Underlying Theory of Mind and Pragmatic Language in Autism

Children with autism spectrum disorder (ASD) often have difficulty with Theory of Mind (ToM), the ability to identify mental states of oneself and others (e.g., Baron-Cohen et al., 1985), with pragmatic language, the ability to use language to convey meaning in a specific context (Angeleri et al., 2016). Some researchers have suggested that ToM and pragmatic language abilities overlap, though this has not been extensively studied using neuroimaging. In order to assess the emerging consensus across neuroimaging studies of theory of mind and pragmatic language in autism spectrum disorder (ASD), this study will use a coordinate-based activation likelihood estimation (ALE) analysis of functional magnetic resonance imaging (fMRI) studies. My role on this project is to support and mentor two undergraduate students who are the primary authors of this work.

Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences

Children sometimes have trouble resolving syntactically ambiguous (SA) sentences. For example, the sentence “Put the frog on the napkin in the box” can be challenging because the phrase “on the napkin” could refer to the frog or to the box (Trueswell et al., 1999). Because the correct interpretation of these sentences can be unclear, it is often necessary for the listener to inhibit their initial interpretation and reanalyze a sentence in order to resolve its meaning. Listeners with lower executive function (EF), particularly those with weaker inhibitory control (IC), may find it more difficult to disambiguate such sentences compared to peers with stronger IC. However, no studies to date have assessed how individual differences in IC might affect resolution of SA sentences. Thus, this study explores the role of IC in particular patterns of errors when resolving SA in a sample of 5- to 7-year-olds. This study expands theoretical understanding of the domain-general cognitive skills underlying language and suggests a need to consider task demands on IC when developing educational curriculums.

• ​May, K. E., Gideon, L.*, & Scofield, J. (October, 2019). The Role of Inhibitory Control in Syntactic Ambiguity Processing. [Poster presentation]. Cognitive Development Society, Louisville, KY.

Publications

May, K. E. & Kana, R. K. (2021). Integrating brain imaging results to better understand autism. Frontiers of Young Minds, 10(644822), 1-7. doi: 10.3389/frym.2022.644822

Thorn, J., May, K. E., Marble, K. E., Boseovski, J. J., & Scofield, J. (2021). Judging the recipients of social actions. Social Development. doi:10.1111/sode.12513
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Thoma, S. J., Scofield, J., May, K. E., Hartin, T., & Bui, C. (2021). Judging character: How valence and social domain support character judgments in children and adults. Cognitive Development, 58, 101014. doi:10.1016/j.cogdev.2021.101014
 
Ammons, C. J., Winslett, M., Bice, J., Patel, P., May, K. E., & Kana, R. K. (2020). The mid-fusiform sulcus in autism spectrum disorder: Establishing a novel anatomical landmark related to face processing. Autism Research, 0, 1-12. doi:10.1002/aur.2425 

May, K. E., & Kana, R. K. (2020). Frontoparietal Network in Executive Functioning in Autism Spectrum Disorder. Autism Research, 0, 1-16. doi:10.1002/aur.2403
 
May, K. E., Martino, M. A., & Kana, R. K. (2020). Emotional Cognition, Theory of Mind, and Face Recognition in Individuals with Autism and PDDs. In J. L. Matson & P. Sturmey (Eds.) International handbook of autism and pervasive developmental disorders. New York: Springer
 
Chapman, M. S., May, K. E., Scofield, J., Decoster, J., & Bui, C. (2020). Does group membership affect children’s judgments of social transgressions? Journal of Experimental Child Psychology, 189, 1–13. doi:10.1016/j.jecp.2019.104695
 
May, K. E., & Elder, A. (2018). Efficient, helpful, or distracting?: A literature review of media multitasking in relation to academic performance. International Journal of Technology in Higher Education, 15(13), 1-17, doi:10.1186/s41239-018-0096-z.

Manuscripts Under Review

Duvall, L.*, May, K. E., Waltz, A.,* & Kana, R. K. The neurobiological map of theory of mind and pragmatic communication in autism. Manuscript submitted for publication.

May, K. E., Winters-Derevjanik, Z., Wind, S., & Guyotte, K. W. Development and Validation of the STEM-IC Survey Through a Mixed Methods Approach. Manuscript submitted for publication.

May, K. E. & Scofield, J. (2021). Inhibitory control and patterns of errors in resolution of syntactically ambiguous sentences. Manuscript submitted for publications.
 
Beckerson, M. E., May, K. E., & Kana, R. K. (2021). Social, Cognitive, Perceptual, and Other Models of Autism Spectrum Disorder. Chapter submitted for publication.

Manuscripts in Preparation

*Undergraduate student co-author

May, K. E. & Scofield, J. Context Matters: Examining differences in pragmatic language in relation to executive functions and context. Manuscript in preparation, The University of Alabama, Tuscaloosa AL.

May, K. E. & Guyotte, K. W. Domain General or Domain-Specific? An Examination of children’s mindsets towards science, technology, engineering, art, and mathematics. Manuscript in preparation, The University of Alabama, Tuscaloosa AL.

May, K. E., Winters-Derevjanik, Z., & Guyotte, K. W. STEM Studio: Bridging science with dance through arts-based learning. Manuscript in preparation, The University of Alabama, Tuscaloosa, AL.

May, K. E. & Kana, R. K. Functional networks associated with pragmatics, theory of mind, and context integration in autism spectrum disorder. Manuscript in preparation, The University of Alabama, Tuscaloosa, AL.
 
May, K. E., Van Horne, B., & Montroy, J. Developmental Changes in the Executive Function and Language Relationship. Manuscript in preparation, University of Texas Health Science Center at Houston, Houston, TX.
 
Montroy, J, Johnson, U., May, K. E. An integrative approach to improve child outcomes through research and teaching interventions. Manuscript in preparation, University of Texas Health Science Center at Houston, Houston, TX.
 
May, K. E., Stelmach, A.*, Scofield, J., & Buhr, A. Children’s Acquisition of Socially Prohibited Words. Manuscript in preparation, The University of Alabama, Tuscaloosa, AL.

Presentations

May, K. E., Waltz, A.*, Duvall, L.*, & Kana, R. K. (2022). The Neurobiological Map of Theory of Mind and Pragmatic Communication in Autism. [Poster Presentation]. International Society of Research on Autism, Austin, TX.

Waltz, A.*, May, K. E., & Kana, R. K. (2022). The Neurobiological Implications of Pragmatic Communication in Autism. [Poster Presentation]. National Conference on Undergraduate Research, Virtual.

May, K. E., Winters-Derevjanik, Z., & Guyotte, K. W. (2022). Who can be a scientist? Empowering children to imaging themselves in STEM through play-based learning. [Poster Presentation]. Southeastern Universities Graduate Research Symposium, Virtual.

Alkire, M.*, Evola, M.*, May, K. E., & Guyotte, K. W. (2022). Where does self-efficacy STEM from? [Poster Presentation]. University of Alabama Undergraduate Research and Creative Activity Conference, Tuscaloosa, AL.
 
Waltz, A.*, May, K. E., & Kana, R. K. (2022). Brain Networks Underlying Pragmatic Language Processing in Autism. [Poster Presentation]. University of Alabama Undergraduate Research and Creative Activity Conference, Tuscaloosa, AL.

Scofield, J., Stager, C., Evans, R., May, K. E., Stelmach, A., Wiley, S., Wiedmer, L., Gideon, L., Nguyen, S., Howard, G., Craft, M., & Ortega, S. (2022). Children prefer novelty, do parents? [Poster Presentation]. Cognitive Development Society, Madison WI.

Stager, C., Evans, R., Nguyen, S., Wiley, S., Howard, G., Craft, M., May, K. E., Wiedmer, L., Gideon, L., Ortega, S., & Scofield, J. (2022). Spoons, Stoppers, and Spiles: Do mothers favor familiar objects for playtime? [Poster Presentation]. Cognitive Development Society, Madison, WI.

Waltz, A.*, May, K. E., & Kana, R. K. (April 2022). Brain Networks Underlying Pragmatic Language Processing in Autism. [Poster and Conference Presentation]. National Conferences on Undergraduate Research. Virtual.
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May, K. E., Derevjanik, Z., & Guyotte, K. W. (April 2022). STEM Studio: Bridging Science with Dance through Arts-Based Learning. [Conference Presentation]. American Educational Research Association, San Diego, CA.

Evola, M.,* Alkire, M.,* May, K. E., & Guyotte, K. W. (November 2021). STEM Through a Screen: Bridging the STEM Gap Through Virtual Pedagogies [Poster Presentation]. Harvard Women in Psychology Trends in Psychology Summit. Virtual.

May, K. E. (November 2021). STEM Studio. The River Pitch Business Idea Competition. Tuscaloosa, AL.

May, K. E. & Guyotte, K. W. (April 2021). Domain-general or domain-specific? An examination of children’s mindsets towards science, technology, engineering, art, and mathematics (STEAM). Southeastern Universities Graduate Research Symposium, Tuscaloosa, AL.
 
May, K. E. & Guyotte, K. W. (April 2021). Teaching abstract scientific concepts through dance: The perfect pas de deux? [Paper Presentation]. University of California, Berkeley Graduate School of Education Research Day. Virtual.

May, K. E. & Kana, R. K. (March 2020). Frontoparietal Network in Executive Functioning in Autism Spectrum Disorder. [Conference Presentation]. The Conference for Southern Graduate Schools Three Minute Thesis (3MT) Regionals Competition. Virtual.
 
May, K. E. & Kana, R. K. (November 2020). Frontoparietal Network in Executive Functioning in Autism Spectrum Disorder. [Conference Presentation]. The University of Alabama Three Minute Thesis (3MT) Competition. Virtual.
 
May, K. E., & Kana, R. K. (July 2020). Frontoparietal Network in Executive Functioning in Autism Spectrum Disorder. [Poster presentation]. Alabama Advanced Imaging Consortium. Virtual.
 
Montroy, J. J., Van Horne, B., May, K. E. (July, 2020). A Bivariate latent difference score analysis of intervention effects on language and self-regulation coupling. [Poster presentation]. Society for the Scientific Study of Reading, Newport Beach, CA.
 
May, K. E., & Kana, R. K. (June, 2020). Differences in activity of the brain’s executive network in Autism Spectrum Disorder. [Poster presentation]. International Society for Autism Research, Seattle, WA.
 
May, K. E., & Kana, R. K. (May, 2020). Neurofunctional indices of executive functioning in autism spectrum disorder. [Poster presentation]. Cognitive Neuroscience Society, Boston, MA.
 
May, K. E. & Kana, R. K. (April, 2020). Neurofunctional indices of executive functioning in autism spectrum disorder. [Poster presentation]. Southeastern Universities Graduate Research Symposium, Tuscaloosa, AL.
 
May, K. E., Gideon, L.*, & Scofield, J. (October, 2019). The Role of Inhibitory Control in Syntactic Ambiguity Processing. [Poster presentation]. Cognitive Development Society, Louisville, KY.
 
May, K. E., Johnson, U., Montroy, J. (July, 2019). Exploring the Early Childhood Executive Function and Language Relationship: A Preliminary Analysis. [Poster presentation]. Cognitive Science Society, Montreal, CA.
 
May, K. E., Johnson, U., Montroy, J. (April, 2019). Developmental Changes in the Early Childhood Executive Function and Language Relationship: A Preliminary Analysis. [Poster presentation]. The University of Alabama Educational Studies in Psychology, Research Methodology, and Counseling Graduate Symposium, Tuscaloosa, AL.
 
May, K. E. & Soylu, F. (May, 2018). Relationships between Attentional Control and Language Learning: an EEG study. [Poster presentation]. Bilingualism and Academic Achievement Research Conference, Houston, TX.
 
May, K. E. & Soylu, F. (March, 2018). Relationships between Attentional Control and Language Learning: an EEG study. [Poster presentation]. The University of Alabama Educational Studies in Psychology, Research Methodology, and Counseling Graduate Symposium, Tuscaloosa, AL.
 
Gallo, K., & May, K. E. (November, 2017). The Dreaded APA Format: The psychology behind successfully teaching (and learning) APA manuscript formatting. [Workshop] The Mid-South Educational Research Symposium, Starkville, MS.
 
May, K. E., Burford, E., Elder A., Moss, J., Gallo, K., Pratte, M., Thomas, S., Raghavan, M., Durriseau, J. (April, 2017). Relationship between Multitasking and Language Learning: an EEG study. [Poster presentation]. Mississippi State College of Education Faculty/Student Research Forum, Starkville, MS.
 
May, K. E. & Elder, A. (April, 2017). Media Multitasking in Relation to Cognition and Socioemotional Well-being: A Literature Review. [Poster presentation]. Mississippi State College of Education Faculty/Student Research Forum, Starkville, MS.
 
May, K. E. & Elder, A. (April, 2017). Media Multitasking in Relation to Cognition and Socioemotional Well-being: A Literature Review. [Paper presentation]. Mississippi State University 2017 Three-Minute Thesis Competition, Starkville, MS.
 
May, K. E. & Elder, A. (April, 2017). Media Multitasking in Relation to Cognition and Socioemotional Well-being: A Literature Review. [Poster presentation]. Mississippi State University’s Spring 2017 Undergraduate Research Symposium, Starkville, MS.
 
May, K. E. & Elder, A. (November, 2016). Cognitive and Socioemotional Effects of Media Multitasking: A Literature Review. [Paper presentation]. Mid-South Educational Research Association, Mobile, Alabama.
 
May, K. E. & Elder, A. (April, 2016). Technology and Education: A Literature Review of Multitasking in Relation to Cognition and Socio-emotional Well-being. [Poster presentation]. Mississippi State College of Education Faculty/Student Research Forum, Starkville, MS
 
May, K. E. & Elder, A. (April, 2016). Technology and Education: A Literature Review of Multitasking in Relation to Cognition and Socio-emotional Well-being. [Poster presentation]. Mississippi State University’s Spring 2016 Undergraduate Research Symposium, Starkville, MS
 
Brotherton, B., Hargrove, S., May, K., E. Patev, A. & Hood, K. B. (April, 2015).  Sexism, Gender, and Rape Myth Acceptance. [Poster presentation]. Mississippi State University’s Spring 2015 Undergraduate Research Symposium, Starkville, MS